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Lessons Learned: Designing an Empathy Workshop for Engineering Faculty to Promote Equity-Focused Teaching

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Linjue Wang, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop

Relevance Score: 0.035764944

Developing a Grounded Framework for Implementing Ungrading in a Disciplinary Context

Conference Session: Faculty Development Division (FDD) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering

Relevance Score: 0.0229406

"Say It Anyhow You Can": Unpacking How Engineering Faculty Members Approach Culturally Relevant Engineering Education at an Iraqi University

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic

Relevance Score: 0.021901466

Nuestro Impacto: An Insider Look into the Connections between Our Past Experiences and Current Teaching and Mentoring Practices

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation

Relevance Score: 0.020589817

WIP: Faculty Use of Metaphors When Discussing Assessment

Conference Session: Faculty Development Division (FDD) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this

Relevance Score: 0.016555952

Peer Observation Practice to Enhance Inclusive Teaching: An Exploratory Approach to Evaluate Faculty Perceptions

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Inclusive Teaching: An Exploratory Approach to Evaluate Faculty PerceptionsAbstract:This study describes an exploratory approach to evaluate faculty perception of the peerobservation practice aimed to enhance inclusive teaching.The quality of teaching is a part of the evaluation criteria for Promotion, Tenure andReappointment (PTR) process for university faculty. The student-based evaluation of teaching isknown to have several limitations and hence cannot be the sole basis for instructor evaluation.Peer observation, self-reflection, and assessment of teaching portfolios can be employed asholistic evaluation practices. The Civil and Environmental Engineering (CEE) department at theUniversity of Connecticut (UConn) adopted a calibrated

Relevance Score: 0.016389556

Rapid Change to Refined Teaching: Lessons Learned and Lasting Impacts the COVID-19 Pandemic Had on How We Teach Engineering

Conference Session: Faculty Development Division (FDD) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Adam Steinberg ˜ Sullivan, Georgia Institute of TechnologyDr. Carol Subino Carol Subi˜no Sullivan is the assistant director of faculty teaching and learning initiatives for the Center for Teaching and Learning (CTL). In this role she supports educators through workshops, short courses, consultations, faculty learning communities and fellows groups, special events, scholarship of teaching and learning, digital resources awards and recognitions, and partnerships. In all of her efforts, her goal is to support educators in

Relevance Score: 0.012644817

What Is Intercultural Communication Competence and Why We Need to Talk About It: A Call for Awareness among STEM Faculty

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

relationshipswith these students and enhance the quality of education for everyone. 3. Theoretical Framework: Intercultural communication competenceICC is a crucial skill that researchers have been exploring for the last two decades. A review ofthe literature reveals a multitude of definitions of ICC [14]. This variability in the content ofICC models and dimensions presents several challenges. For this reason, Griffith and others[14] propose a framework and operational definition to serve as the basis for the developmentof the concept of ICC in higher education research. This operational definition is based onprior research and states that ICC “reflects a person’s capability to gather, interpret, and actupon these radically different cues to function

Relevance Score: 0.011706826

Inclusive Course Design Checklist: A Living Document for Faculty to Create Inclusive Classrooms

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better

Relevance Score: 0.011706826

A Systematic Review of Research on Training Faculty on Well-Being in STEM

Conference Session: Faculty Development Division (FDD) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India ; Subathradevi Subramoniam
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

underlying Well-being and developmental programsand addresses the theories in relation to teachers. Author Theoretical Background Relevance To Teachers & Year Diener, Diener’s Subjective Well-being explores Teachers’ Subjective Well-being has 1984 the perception of the individual about been shown to influence their view on his/her life. It reflects the positive and work and their overall satisfaction with limiting emotional reactions to one’s life [27]. It has been predominantly noted satisfaction with life [26]. This theory by that teachers with decreased levels of Diener shows Well-being as an outcome

Relevance Score: 0.0114703

Addressing New ABET General Criteria Focusing on Diversity, Equity, and Inclusion

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

communication about DEI initiatives and progress o Difficulties with implementing consistent policy or communication across departments o Who is coordinating and holding people accountable?Challenges relating to strategizing the DEI curriculum focused most often on finding room in thecurriculum for DEI courses or content, as reflected in this comment: “The curriculum is tightalready, so there's not much wiggle room for making changes.” Several respondents wereconcerned about the need for a “curriculum overhaul,” either by adding new courses or newcontent to existing courses. Other challenges pertained to the scope of DEI content and scale ofimplementation: o Achieving critical mass of DEI content so that these concepts are embedded, not

Relevance Score: 0.010814303

The Hidden Curriculum. Navigating Promotion and Tenure at University of Delaware

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

tenure stuff was, like, a whole another step in its own right.” [R2]Peer-review committee feedback was often minimal as well. Several faculty reported that officialletters were often generic and positive (“Keep up the good work!”), and under-reflected whatwould be needed for tenure and promotion. R10 speculated that committees try to be positive intheir official letters because the letters stay in the candidate’s record, and are included in theirP&T dossier.A female non-STEM faculty member received a positive official letter from her committee, butwas also told in a side conversation with faculty from her department that changes were needed.In her words: “The official letter is really positive and praiseworthy, and the summary is

Relevance Score: 0.009558584

Navigating Faculty Identity Development through the Tenure and Promotion Process as Black and Hispanic Engineering Faculty

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

get out of that, and this is what I would tell you to say to do that or, you know, so I have people in my corner, who definitely are trying to help reduce that kind of workload.”Eva has a mentor that understands the tenure process and is a support for her as she navigates theworkload and faculty norms. Understanding the importance of mentorship in these experiences iscrucial to understanding how faculty navigate the tenure process, especially with the lack ofmentors that reflect their identities which promotes isolation.Understanding the Tenure and Promotion process in Engineering Departments Participants spoke in detail about the worries they had about the process. Some of theareas of concern are highlighted by a few

Relevance Score: 0.009558584

Work in Progress: Creating Effective Prompts for “Teaming” Sessions

Conference Session: Faculty Development Division (FDD) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote

Relevance Score: 0.009462515

Board 113: Engineering Faculty's Academic Influence on Student Persistence: Faculty Use, Knowledge, and Comfort in Providing Encouragement to Students

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

,” Journal of College Student Retention: Research,Theory & Practice, vol. 24, no. 2, pp. 316–336, 2022, doi: 10.1177/1521025120915576[28] Y. J. Wong, “The psychology of encouragement: Theory, research, and applications,” TheCounseling Psychologist, vol. 43, pp. 178–216, 2015, doi: 10.1177/0011000014545091.[29] R. Frey, J. Mutambuki, and D. Leonard, “Features of an effective future-faculty teachingdevelopment program,” Journal of College Science Teaching, vol. 49, no.4, pp. 58-65, 2020.[30] L. A. Wendling, “Valuing the engaged work of the professoriate: Reflections on ErnestBoyer’s Scholarship Reconsidered,” Journal of the Scholarship of Teaching and Learning, vol.20, no. 2, 2020), doi: 10.14434/josotl.v20i2.25679.[31] J. Zimmerman, The amateur

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Work in Progress: How to Get Faculty to Use and Leverage Makerspaces in Their Courses — A Peer-To-Peer Mentoring Model

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

, provide feedback,and check-in on progress regarding their project. We asked them to respond to a simple monthly check-inform (i.e., short reflective prompts) available online in our Learning Management System.During summer 2022, thanks to funding from the grant, a Makerspace student staff was available to helpfaculty who wanted to come in during the summer months to practice using the equipment. No datacollection was conducted during that time.The second year of our study has been focused on implementation of the faculty project ideas, leveragingthe makerspace, into their courses. To check in on progress in the middle of the second year, one-on-onesemi-structured interviews were carried out by a trained graduate student research assistant in